Preliminary pages (1-18) Contents, Foreword, Membership, Summary Recommendations (20-53) Chapter 1 (54-56) The Enquiry Chapter 2 (57-66) The Nature of the Problem Chapter 3 (67-87) Teachers Chapter 4 (88-132) Schools Chapter 5 (133-141) Parents Chapter 6 (142-164) Pupils Chapter 7 (165-169) Attendance Chapter 8 (170-171) Police Chapter 9 (172-177) Governors Chapter 10 (178-194) Local Education Authorities Chapter 11 (195-203) Government Appendix A (205-210) Written evidence received Appendix B (211-212) Witnesses Appendix C (213-214) Visits Appendix D (215-280) Teachers and Discipline Appendix E (281-282) Selected bibliography Appendix F (283-292) Behaviour policies Elizabeth House York Road London SE1 7PH Direct Line 01-934 0507 Switchboard 01-934 9000 GTN Number 2914 Telex 23171 The Rt Hon Kenneth Baker MP Secretary of State Department of Education and Science Elizabeth House York Road LONDON SE1 7PH 31 January 1989 In March you asked me to lead an enquiry into discipline in schools in England and Wales and to make recommendations.I have had the good fortune to be supported in this task by an energetic committee, experienced assessors and a small but exceptionally able and hard working secretariat. Their names, our terms of reference and methods of work are given in our report which I enclose with this letter. 1 This report contains recommendations which apply to many people who are not professional teachers or educational administrators and we hope it will be read by them.They are part of a range of proposals which, if taken together, can have a profoundly beneficial effect on conditions in our most difficult schools.[page 9] 6 Our recommendations also relate to the great majority of schools that are generally well ordered but in which significant improvements could still be made.(page numbers in brackets) Notes on the text The complete report is shown in this single web page.

Our task was to recommend action to the government, local authorities, voluntary bodies, governors, headteachers, teachers and parents aimed at securing the orderly atmosphere necessary in schools for effective teaching and learning to take place.Our evidence indicates that attacks are rare in schools in England and Wales.We also find that teachers do not see attacks as their major problem.4 As with other matters that have attracted widespread concern, such as vandalism, we have made some proposals dealing specifically with the individual problem.But these are not the most important of our proposals for the prevention of these very serious lapses in discipline.